Describes an engineering course consisting of a sequence of specific, actual cases, that emphasizes the development of skills in synthesizing information, and in identifying and solving practical engineering problems. (MLH)

Described is a technique for utilizing debates of past engineering controversies in the classroom as a means of teaching the history of engineering advances. Included is a bibliography for three debate topics relating to important controversies. (SL)

A course relating to energy and the environment and aimed specifically at engineering students is outlined. Course objectives, format, and content are specified; required problem sets, papers, and exams are briefly discussed. (DT)

Outlines one approach to the teaching of materials engineering design within the context of metallurgical engineering. This approach uses a problem solving situation and criteria for an appropriate problem are presented. (GS)

Describes a combination of lectures, experiments, and analysis with the aid of remote computer terminals that helps the engineering student grasp the fundamentals and implications of a mathematical model applied to a particular job situation. (MLH)

Describes a senior level aerospace engineering course converted to the Personalized System of Instruction (PSI) to counter problems presented by declining enrollment. (SL)

Describes a course designed to demonstrate the relationship between design, manufacturing technology, and materials engineering. The course uses a lecture-discussion and laboratory-workshop approach including an analysis of engineering case histories and several service failures. (GS)

Discusses the importance of pre-college, developmental remedial programs for students who lack adequate skills for success in the engineering technology study. A description of remedial course work in algebra, geometry, basic English, reading skills, and physical science is included. (CC)

Describes a multidisciplinary course in the sciences, humanities, and engineering that teaches the use of evidence in problem-solving. The guided design teaching method is used, in which the instructor circulates among small discussion groups to advise them on problem-solving. (MLH)

Describes eight experimental courses in a series called the Man Series, instituted at Purdue University to improve the social dimensions of engineering education. Each course is team taught by engineering, humanities, and social science faculty members and is interdisciplinary in nature. (MLH)

Describes a course designed to provide each student the opportunity to participate in research. Outlines the objectives formalized in a course hierarchy and presents the mini-project approach used to meet the needs of the students. (GS)

Describes a final semester internship engineering course offered at McGill University. Students are placed under the direct supervision of practicing engineers while working on actual engineering projects. (SL)

The author feels the student should be asked to creatively solve realistic problems beginning in the freshman and sophomore years. The professor becomes a coach" to help the student develop his abilities rather than teach" skills that someone else has developed. (TS)

Discusses the use of varied resources to conduct undergraduate systems design courses at the Drexel University with the support of the Sloan Foundation. The purpose is to provide students with an ability to develop solutions to problems encountered in a real, living, and dynamic situation. (CC)